Marking for Effect

Some providers (I won’t name them) mark learners work rather more generously during a course.    Then, at the end, they tighten up and are much more strict with the final assignment or exam.

It’s controversial.    Some think it should be banned, because it feeds false expectations during the course, making any subsequent failure all the more bitter.

So why do it?    Well, the argument is that over-generous feedback improves learning, and hence results.

And a recent story in TES seems to support this.    Research in California looked at the effect of giving pupils falsely high test scores.    And it found that they became more confident, and better able to perform during group-work sessions.   

So, does the end justify the means?    If flattered learners learn more, does that justify the flattery?    Or is dishonesty still dishonesty, however well-intentioned?

After all, there are other reasons for scrupulosity, as another TES story reminds us.

Private tutors are being urged to take out insurance to protect themselves from litigious learners.    It’s a particular problem for those who coach kids.    “Parents who pay for education can be particularly demanding if their children fail to achieve high grades”, says TES.    “Insurance would protect tutors from legal claims for negligence following disappointing test results.”

And, of course, the higher the tutor has built their hopes, the greater the disappointment, the more likely the “vengeful parent” will rush to the lawyers.    And where parents lead, adult learners of tomorrow will follow.

As so often in education, it’s all about managing expectations.

16 March, 2009
Sources: Quodlibs 329

Links

false grading (retrieved 16-03-2009)
lawsuits (retrieved 16-03-2009)

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